Mediating Influences in Professional Learning: Factors That Lead to Appropriation & Principled Adaptation

Autor/inn/en	Longhurst, Max L.; Jones, Suzanne H.; Campbell, Todd
Titel	Mediating Influences in Professional Learning: Factors That Lead to Appropriation & Principled Adaptation
Quelle	In: Professional Development in Education, 48 (2022) 3, S.506-522 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2021.1879220
Schlagwörter	Faculty Development; Teacher Improvement; Educational Technology; Technology Uses in Education; Science Education; Teaching Skills; Teacher Competencies; Grade 8; Science Teachers; Teacher Collaboration; Experience; Change; Comprehension; Teacher Participation; Time; Relevance (Education); Value Judgment; Goal Orientation + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Naturwissenschaftliche Bildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; School year 08; 8. Schuljahr; Schuljahr 08; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Erfahrung; Wandel; Verstehen; Verständnis; Zeit; Relevance; Relevanz; Werturteil; Zielorientierung; Zielvorstellung
Abstract	Understanding factors that influence teacher use of professional development learning is critical if we are to maximise the educational and financial investment in teacher development. This study used a multi-case mixed methodology to investigate the factors that influence teacher adoption, adaption, and abandonment of teacher-directed learning. The theoretical framework of activity theory provided a useful way to investigate multiple factors that influence the appropriation of pedagogical practices from a professional development experience. This framework accounts for a multitude of elements in the context of teacher learning. In this study educational appropriation is understood through a continuum of how an educator acquires and implements both practical and conceptual aspects of learning within localised contexts. The variability associated with instructional changes made from professional learning drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify two participants within a group of teachers engaged in professional development designed to enhance the use of technology within science classrooms. Data from this investigation identified eight factors that can positively influence principled appropriation professional learning. Findings support a purposeful adaptive approach where teachers develop ownership attributes allowing for contextual adaptation within conceptual boundaries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01